Dr. Patrick M. Green Professional Portfolio

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Home > Teaching Experience > Loyola Higher Education Program, School of Education

Loyola Higher Education Program, School of Education

Pictured above: During a field study expodition to Milwaukee, WI and Marquette University's Center for Teaching and Learning, Dr. Green visits with graduate students in his Curriculum Development in Higher Education course.

Developed three graduate courses in the M.Ed. Higher Education Program, School of Education, Loyola University Chicago

  • ELPS 429 High Impact Learning: Experiential Learning in Theory and Practice in Higher Education
  • ELPS 430 Curriculum Development in Higher Education
  • ELPS 431 Evaluation in Higher Education

Evidence from Student Evaluations:

  • "Patrick is a wonderful professor! He did a great job creating a curriculum that modeled what we were learning in class. I especially loved the opportunity to create curricular plans for a real-world setting. My only critique is that I would have liked to see more critical perspectives (e.g. critical service-learning) earlier on in the class, not added-on at the end."
  • "Patrick Green's passion for curriculum design, significant learning and experiential learning is contagious. He practices what he teaches and ensures that each class has a variety of learning activities and educative assessment activities. He's incredibly deliberate in the way he leads the class, and by incorporating a service-based experiential learning project with MU, he ensures we practice what he teaches. I had little knowledge of curriculum and instruction research or theories going into this course, but after taking it, I feel confident in developing course curriculum and in my ability to conduct further research for my professional growth. I'd gladly take more classes with him as the instructor. He clearly finds joy in working with students, and his capacity to support the development of graduate students is evident."
  • "Thank you for an outstanding learning experience! This has been one of the best courses I have ever taken. Not only did I learn a great deal, but I thoroughly enjoyed this course and know the learning will stick with me. Patrick, you practice what you preach in so many ways and the impact truly shows. Thank you."

Learning to apply course material (to improve thinking, problem solving, and decisions) RATING -  4.8 /5 

Gaining a basic understanding of the subject (e.g., factual knowledge, methods, principles, generalizations, theories)  RATING -  5 / 5     

Learning to apply knowledge and skills to benefit others or serve the public good        RATING -  5 / 5    

Overall, I rate this instructor an excellent teacher.   RATING  5 / 5  

Overall, I rate this course as excellent.   RATING  5 / 5  

 

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Pictured above: During the last class, the graduate students of ELPS 430 Curriculum Development in Higher Education gathered to take a picture to celebrate their accomplishments!                                                          
File Attachments:
  1. ELPS 429 - High Impact Learning-Experiential Learning in Theory and Practice in Higher Education ELPS 429 - High Impact Learning-Experiential Learning in Theory and Practice in Higher Education
    Experiential learning is the pedagogical principle rooted in many higher education programs, and has become increasingly specialized and professionalized in many programs at institutions of higher education. Kuh (2008) refers to these teaching and learning practices as “high-impact” because they have been researched and demonstrated increased benefits for student learning. From study abroad to service-learning, from undergraduate research to leadership development programs, from community service to student organization work, and from living-learning communities to capstone courses and internships, institutions have developed programs to leverage student learning in and out of the classroom in so-called “third spaces.” Yet, as John Dewey, the early twentieth century educational philosopher famously stated, “We do not learn from experience; we learning from processing that experience,” critical reflection on experiential learning is essential to leveraging the learning. So how do we facilitate, integrate, and propogate high-impact learning experiences in higher education? This graduate course will provide students with an overview of experiential learning pedagogies as high-impact teaching and learning practices in theory and practice. After rooting ourselves in experiential learning theory, this course will provide frameworks of experiential learning in higher education in order to foster the knowledge, skills, and aptitude for program development in the higher education professional field. This course will provide an overview of numerous forms of experiential learning, including service-learning, community service, study abroad, internships, undergraduate research, and living-learning community programs, with the intention of establishing professional pathways for students in these areas. Participants will engage in the literature and research for the various sub-fields of experiential learning, as well as engage with the variety of professional associations related to the various fields. Students will gain a deeper understanding of high-impact learning and its many iterations in higher education institutions. This course will be experiential in nature as students will work with professionals in the field at various higher education institutions to participate in experiential learning programs. Activities and assignments will connect graduate students to professionals in the field, engaging students in developing a professional network in high education.
  2. ELPS 430 Curriculum in Higher Education.doc ELPS 430 Curriculum in Higher Education.doc
    As higher education is challenged with questions of “what is the value a college degree?” the current models of higher education are being questioned. Employers suggest college graduates are not prepared in the workplace, and educational theorists suggest we need to “do higher education differently.” At the core of these conversations is curriculum – knowledge content, skills, and dispositions that construct “what students need to know.” As the academy is a place where knowledge is created, it is also the place where knowledge is passed down – and determining which knowledge is most worth knowing makes curriculum a contentious subject for educators, impacting teaching and academic freedom. How do you understand the concept of curriculum? Is curriculum the knowledge on a subject based on what students read, rooted in lectures and exams? Is it a set of courses that a student completes to earn a degree in a specified field of study? Where does the “explicit” curriculum (or what professors and other authority figures say should be taught) and the “implicit” curriculum (what actually gets taught) intersect? The assumption inherent in this course is that the goal of the higher education academy is learning. This curriculum course will focus on becoming designers of significant learning experiences, high-impact learning experiences, and experiential learning opportunities. Rooted in the historical and contemporary models of curriculum development, this course will equip participants to design significant learning experiences rooted in research on curriculum, teaching, learning, and assessment.
  3. ELPS 431 - Evaluation in Higher Education UPDATED 3-15-11.doc ELPS 431 - Evaluation in Higher Education UPDATED 3-15-11.doc
    As tuition prices increase and students gain more debt upon graduation from college, increasingly questions emerge about “what is the value of a college education?” from a financial perspective, a socio-economic perspective, and a curricular perspective. Coupled with the technology revolution and the demand for new skilled employees in the twenty-first century, universities and colleges have been challenged with validating this assumption of the “value of a college degree.” This is all the more reason that evaluation has been emphasized in higher education over the past few decades. As colleges and universities seek to maintain their accreditation, they are required to provide evidence-based documentation of how they achieve the institutional goals, objectives, and learning outcomes. For example, the Higher Learning Commission (HLC) set criteria for accreditation, such as “The institution’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement” (2c) and “The institution’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible” (3a). The HLC summarizes “effective assessment is best understood as a strategy for understanding, confirming, and improving student learning” (April 2005). “Assessment” and “program evaluation” are not buzz words within higher education, but rather essential elements of educational program development and sustainability, let alone accreditation and institutional accountability for higher education. This graduate course will provide students with an overview of evaluation tools and frameworks in higher education in order to foster the knowledge, skills, and aptitude to develop assessment tools in the higher education professional field. Students will gain a deeper understanding of the quantitative and qualitative tools to design valid and reliable assessment plans. This course will be experiential in nature as students will work with professionals in the field at various higher education institutions to develop assessment plans.
Author: Patrick Green
Last modified: 12/20/2019 12:05 PM (EDT)